This seems more to relate to freeing oneself of defensive reasoning, tuning in to curiosity as well as keeping oneself within the context of the learning matter. If the content of the learning material does not reflect the learning matter in a way that emotionally relates to the learner's conduct of everyday life, the affinitive learning movement will be hindered by the static and unchanging words in the learning material. Hypothes.is precisely works by letting multiple contexts of experience come to the fore as unhindered as possible.

Qualitative learning leaps constitute the movement to more unfolded learning problems, leading to a better grasp of the learning matter, thereby developing the learning principles applied in the learning process. Qualitative learning leaps thereby constitute the movement of movements, from less depth to more depth, improving comprehension of the learning matter.

Tentacular learning therefore must take its outset in a minimally complex context, and digital tools might be able to bridge this gap.

The learning matter is never visible to the learner in its entirety, hence the potential for learning. Before learning about a thing, that thing cannot be perceived as more than the categories already established in the learners conduct of everyday life as the prelearned.